978-0205677207 Chapter 20

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Chapter Twenty:

The Eighteenth and Nineteenth Centuries

CHAPTER OVERVIEW

• The Rococo

• China and Europe: Cross-Cultural Contact

• Neoclassicism

• Romanticism

• Realism

• Impressionism

CHAPTER OBJECTIVES

This Chapter Will:

• survey the different ideas and motives that inspired the art styles of the late

18th and 19th centuries

• examine the impact of Western culture on non-Western cultures in the latter-

half of the 19th century

• identify the unique stylistic characteristics and choices of subject matter by

artists working within art movements from the 18th and 19th centuries

KEY TERMS

china chinoiserie kachina

Ghost Dance

MyArtsLab RESOURCES

Closer Look: Courbet, A Burial at Ornans

Closer Look: Édouard Manet, Olympia

Podcast: Slamming the Impressionists

Primary Source Document: Opposing Views on the Art of Their Time

Primary Source Document: Nicolas Poussin (ca. 1594–1665) – Artists on Art

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Primary Source Document: Peter Paul Rubens (1577–1640) – Artists on Art

Primary Source Document: Rosa Bonheur (1822–1899) – Artists on Art

Interactive Flashcards

LECTURE AND DISCUSSION TOPICS

1. The Rococo

The Rococo (from the French word rocaille, meaning rocks and shells) evolved from the

Baroque and is exemplified in the paintings of Fragonard (fig. 654) and such architectural

2. China and Europe

Beginning in the 16th century, Chinese goods, like china (blue-and-white porcelain),

became very popular with European consumers and artists (fig. 656). Chinese artists for

their part became interested in the use of Western perspective, especially in depicting

3. Neoclassicism

Contrast the decorative, curvilinear characteristics of the Rococo with the politically

correct art of Neoclassicism. Illustrate the Neoclassic style in painting with David’s

Death of Marat (fig. 659), The Death of Socrates (fig. 84), and consider the work The

4. Romanticism

Compare Neoclassicism with Romanticism by illustrating a Neoclassic and Romantic

painting with the same theme—Ingres’s Grande Odalisque (fig. 661) and Delacroix’s

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Discuss the evolution of landscape as an important subject matter during the 19th century

with Monk by the Sea by Friedrich (fig. 665) and The Heart of the Andes by Church (fig.

666). Also, include English artists Constable and Turner, and American artists such as

Cole and the Hudson River School, to elaborate on their devotion to nature as the subject

Théodore Géricault’s The Raft of the Medusa (figs. 664) was based on a true story. In the

summer of 1816, one hundred and fifty French castaways, abandoned at the sea off the

Senegal coast, on a wooden raft without food and barely water, started to kill each other.

They ate the flesh of the dead to stay alive but only fifteen survived. To paint this

obsessed the artist seemed to be about accurately representing this scenario. In the end,

was he effective? Analyze the two examples in the chapter to determine the aims of the

artist. What was his focus?

5. Realism

Remind students that photography was invented and that it had an impact on the Realist

art of the 19th century. Discuss the aims of Realism, stressing the artists’ belief that art

should express human experience and observation. Show Gustave Courbet’s Burial at

The paintings of Manet, including Luncheon on the Grass (fig. 47) and Olympia (fig.

672), scandalized French critics and the public due to the manner in which they were

6. Impressionism

Profile the life and work of Claude Monet to discussion Impressionism. One of the

revolutionary aspects of Impressionism was its unfinished, sketchy quality seen in works

such as Monet’s Impression-Sunrise (fig. 674) or Bridge over a Pool of Water Lilies (fig.

677). Impressionist artists were the first artists to paint outside (plein-air painting). The

7. The Two Roads of Post-Impressionism

Post-Impressionism embodied two separate tendencies rather than a consistent style

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Compare the works of other Post-Impressionist artists illustrated in this chapter to

identify these different tendencies.

WRITING ASSIGNMENTS

1. Write a Letter to Vincent

Have students read one of Vincent van Gogh’s letters (from Letters to Theo) and invite

2. Romantic Tendencies

3. Women in Art History

Have students study the life and work of Berthe Morisot, Mary Cassatt, or Camille

HANDS-ON PROJECTS

For additional project ideas, remember to investigate the Hands-On Projects found on

MyArtsLab.

1. Animal Study

and have them create animal studies in natural surroundings or as captives in human

surroundings.

2. Impressionism

changing effects of light, color, and mood. Have them present their works to the class.

Other Suggested Websites:

Berthe Morisot is featured at Olga’s Gallery, a comprehensive collection of the images

of Morisot’s works with biography, and historical information.

http://www.abcgallery.com/M/morisot/m…

Edgar Degas is featured at Galerie Degas – OCAIW, a gallery dedicated to the artist

featuring his masterpieces, biography and comments of his work.

http://www.ocaiw.com/degaleri.htm

Paul Gauguin’s works, with biography and historical comments, are available at

www.abcgallery.com/G/gauguin/gauguin.html